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Background: Climate Change Basics
Background for Lesson 1
The Greenhouse Effect
Figure 1. Source: Environmental Protection Agency, 2008,
http://epa.gov/climatechange/kids/greenhouse.html
The Earth’s atmosphere, a layer of gases and
microscopic dust that surrounds the planet, acts like a
greenhouse in keeping the Earth warm enough to
support life. Like the glass panes in a greenhouse,
gases in the atmosphere let sunlight pass through
and warm Earth’s surface, and limit the amount of
heat that escapes back into space. Without this
greenhouse effect, the Earth would be a frozen
planet.
Figure 1 illustrates the greenhouse effect. Energy
emitted from the sun, known as solar radiation,
which includes visible light, infrared radiation and
ultraviolet radiation, passes through the atmosphere
and is either absorbed or reflected back from
clouds or the earth’s surface. Darker surfaces like
vegetation and asphalt absorb more energy than
lighter surfaces like ice and snow. This process
warms the planet’s land and water surfaces.
The Earth’s surface warms the air above it by
radiating it’s energy as infrared radiation. Some of
this infrared radiation escapes out to space, while
some remains trapped in the atmosphere by
greenhouse gases. Naturally occurring greenhouse
gases, like water vapor and carbon dioxide, absorb
the heat, keeping the planet warm enough for life to
survive.
Climate Change Connection: Greenhouse gases
occur naturally in our environment and serve a
critical role in keeping our planet livable. However,
greenhouses gases are also emitted from man-made
sources. The burning of fossil fuels, such as coal and
oil, emits carbon dioxide, the most common
greenhouse gas. Since the Industrial Revolution, as
energy needs have grown in our society, the rate of
greenhouse gases emitted into the atmosphere has
been increasing. An increase of greenhouse gases
can enhance the Earth’s greenhouse effect, leading
to changes in climate.
Background for Lesson 2
The Heat is On
Weather is driven by heat, the rotation of the Earth,
and variations in the Earth’s surface. Heat from the
sun warms the Earth’s land and oceans, which in turn
heat the air above their surface. The warm air then
rises and is replaced by neighboring cooler air. This
movement creates currents of air that distribute heat
across the planet. Ocean currents also distribute
heat around the planet. As heated air and water
move around the Earth and mix with colder air and
water, we get weather in the form of clouds, rain,
and wind. Other factors, like how much sunlight hits
a region, nearby bodies of water, and how flat or
mountainous an area is, affect weather conditions.
For instance, as moist air passes over a mountain
range, rain clouds can form as the moist air moves
up and over the mountain barrier. Some of the
moisture is removed from the air by this process, so
the air becomes drier as is continues down the
backside of the mountain barrier. As a result, one
side of the mountain may be lush with vegetation
while the other side may be much drier with sparse
vegetation. This phenomenon is called a rain
shadow.
Climate describes weather patterns in an area over
a long period of time, 30 years or more. Earth’s
climate has changed over the planet’s five billion
year history through different ice ages and warming
periods. However, these climate changes occurred
over periods of thousands of years.
Climate Change Connection: The Earth’s average
temperature has increased by one degree
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Background: Climate Change Basics
Fahrenheit over the past 100 years. Figure 2 is a
graph from the website www.climate.gov that shows
average annual global temperatures for 18802009 as a difference from the average
temperature for 1901-2000. The zero line
represents the long-term average temperature for
the planet; blue and red bars show the difference
from that average for each year. That difference is
a temperature anomaly.
Figure 2. Global Temperature Anomoly
Source: National Oceanic and Atmospheric Administration 2010
http://www.climate.gov/
Figure 2 shows a global warming trend, with the
largest positive anomaly occurring over the last
twenty years. Scientists believe that the increasing
concentration of greenhouse gases in Earth’s
atmosphere is affecting global temperatures by
enhancing the planet’s greenhouse effect. Computer
models that forecast climate change have indicated
that the warming of the atmosphere is currently
affecting, and will continue to affect, weather
conditions around the planet. Expected climate
impacts in the Western United States include
changes to rainfall patterns; more frequent and
intense droughts and flashfloods; and less snowfall
in mountain ranges.
Background for Lesson 3
Studying Air Pollution
Air pollution is comprised of gases and particles
emitted in the air that can be harmful to human
health and the environment. Most air pollution
comes from man-made sources; however, some air
pollution may be caused by natural events like
forest fires and volcano eruptions. Sources of air
pollution include the burning of fossil fuel in vehicles,
power plants, and factories. Some of the more
prevalent forms of man-made pollution include
photochemical smog, particulate matter, and
greenhouse gases.
The main component of photochemical smog is
ozone (O3), a colorless gas. Photochemistry
happens when pollutants we call nitrogen oxides
(NO and NO2) and volatile organic compounds
(VOCs) react in the presence of sunlight to form
ozone. Nitrogen oxides and VOCs are emitted by
vehicle exhaust, gasoline vapors, industrial emissions,
and even consumer products. Exposure to unhealthy
concentrations of ozone can trigger chest pain,
coughing, throat irritation, and can cause respiratory
diseases. Urban areas can experience unhealthy
levels of ozone in the summertime during periods of
maximum sunshine. Winds can transport nitrogen
oxides, VOCs, and ozone miles away from their
original sources, creating unhealthy levels of ozone
downwind of the emissions source. This can result in
unhealthy ozone concentrations in rural or remote
areas that have little population and few air
pollution sources.
In some cases, mountains can inhibit the transport of
pollutants when a temperature inversion is present.
A temperature inversion acts like a lid on a pot and
the mountain range can act like the sides of a pot.
This phenomenon can result in extremely unhealthy
ozone concentrations in areas like the San Joaquin
Valley and the Los Angeles Basin. The image of a
lid on a valley or basin helps to visualize how
pollution can be trapped in these areas.
Particulate matter (PM) is composed of tiny particles
and liquid droplets. It is made up of various
components, such as acids, organic chemicals, metals,
and dust particles. These small particles can lodge
into the lungs and even invade the bloodstream.
The most dangerous particles are the smallest: those
fewer than 10 micrometers in diameters, such as
those found near roadways and dusty industries;
and fine particles fewer than 2.5 micrometers in
diameter, such as those found in smoke and haze.
Breathing in PM can result in serious health effects,
like respiratory diseases, irregular heartbeat, and
premature death in people with heart or lung
disease. Sources of PM emissions in San Luis Obispo
County include vehicles driving on unpaved and
paved roads, smoke from burning (fires and
fireplaces), livestock, agriculture, boats, construction
and demolition. For more information, visit:
http://www.slocleanair.org/air/emissions.php
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Background: Climate Change Basics
Among the most emitted man-made greenhouse
gases is carbon dioxide (CO2). CO2 occurs
naturally but is also emitted from the burning of
fossil fuels. Figure 3 shows the amount of CO2 in the
atmosphere has been increasing significantly since
1960. Fossil fuel use has also increased during this
period.
Figure 3. Carbon Dioxide at Mauna Loa Observatory, Hawaii
Source: National Oceanic and Atmospheric Administration, 2010
http://www.climate.gov/
While an increase in CO2 concentrations in the
atmosphere should not cause immediate health
impacts, the increase in CO2 concentrations is linked
to climate change by computer models.
In 1970, the United States passed the Clean Air Act
to control air pollution and protect human health and
the environment. As part of the Act, the
Environmental Protection Agency set limits for major
pollutants, including ozone and PM. States are
required to meet these limits by regulating and
reducing air pollution emissions in their state.
In California, the state established even more
stringent air quality standards to follow. Regional
air districts are responsible for regulating air
pollution. The San Luis Obispo County Air Pollution
Control District (APCD) regulates air pollution in San
Luis Obispo County. The APCD controls the amount
of air pollution that industrial sources, such as power
plants, may emit. The APCD also directs different
education and public outreach programs to help
reduce air pollution from transportation.
Climate Change Connection: Since ozone formation
is directly related to warm temperatures, air quality
can worsen as temperatures increase from global
warming. Higher temperatures and more ozone
pollution threaten public health with more
respiratory and heat related illnesses. In addition,
climate change is expected to increase fire hazards
contributing to higher levels of particulate matter air
pollution.
Background for Lesson 4
Carbon Cycle
Carbon is a key element in all living matter, found in
people, animals, soil, and oceans. Trees, plants, and
fossil fuels store carbon. Carbon circulates through
Earth’s environment, moving between the
atmosphere, trees, plants, animals, people, land,
and water. Carbon exists in the atmosphere as
carbon dioxide, a greenhouse gas.
Figure 4 illustrates the CO2 cycle. Trees and plants
use sunlight, water, and carbon dioxide to make
food through photosynthesis. Carbon is then stored
in trees and plants until they are eaten, burned, or
decomposed. Animals consume the carbon in plants
and release carbon dioxide through respiration.
When burned, plants and trees release their stored
carbon into the atmosphere as carbon dioxide. As
plants and trees decompose, their stored carbon
breaks down into the soil and can even turn into a
fossil fuel after thousand of years of compression.
Once the fossil fuel is burned the stored carbon is
emitted as carbon dioxide. Carbon dioxide in the
atmosphere is absorbed by plants and trees for
food. Oceans also absorb carbon dioxide.
Figure 4. Carbon Dioxide (CO2) Cycle
Climate Change Connection: Climate computer
models indicate that the increase of carbon dioxide
in the atmosphere can escalate the planet’s
greenhouse effect, which can lead to climate
change.
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Background: Climate Change Basics
Climate Change Evidence
Climate change is already evident in ocean and
atmospheric data. Sea ice melts through the spring
and summer of each year, usually shrinking to its
smallest extent in September. Figure 5 shows the
average area covered by sea ice during
September each year. Minimum sea ice extent has
decreased 11.1% per decade since 1979.
Figure 5. Minimum Arctic Sea Ice Extent.Source: National Oceanic and
Atmospheric Administration, 2010 http://www.climate.gov/
Figure 6 plots water levels at tide gauge station in
New York that has been measuring sea level since
1920. The light blue dots represent monthly
averages and the solid line represents a moving
average. The plot shows an increase in sea level.
Figure 6. Water Levels, The Battery , New York.Source: National Oceanic
and Atmospheric Administration, 2010 http://www.climate.gov/
Climate computer models indicate that California’s
climate is expected to become considerably warmer
and drier. We cannot predict the exact degree to
which temperature will change but the extent of
change will depend on the decisions we make as a
society in the next several years. Climate scientists
predict that a medium warning scenario of 5 to 8
degrees Fahrenheit by 2090 would significantly
reduce the snow pack in the Sierra Nevada, raise
sea levels, and lead to more heat waves, wildfires,
and air pollution. These climate changes can
threaten our health, agriculture, natural resources,
and built environment. For example, reduced snow
pack means that there will be less water available
for agriculture irrigation, drinking, and hydropower
generation.
While carbon dioxide is the most common
greenhouse gas emitted, human activities emit other
pollutants that also act as greenhouse gases
including: methane, nitrous oxide (N2O),
hydrofluorocarbons (HFCs) and perfluorocarbons
(PFCs). These pollutants are emitted in smaller
quantities than carbon dioxide, but are able to store
more heat per molecule than carbon dioxide. For
example, methane absorbs 21 times more heat than
carbon dioxide, meaning the carbon dioxide
equivalent of methane is 21. Methane is mostly
emitted from waste landfills and large livestock
facilities; N2O is emitted from agricultural processes;
HFCs are emitted from industrial processes and
refrigeration equipment.
The burning of fossil fuels accounts for close to 75%
of total greenhouse gas emissions. Another source
of greenhouse gas emissions is deforestation. Trees
absorb carbon dioxide, which means they act as
carbon sinks. If cut down, trees no longer remove
carbon dioxide from the atmosphere. And when
burned, they release carbon dioxide into the
atmosphere.
Climate Change Connection: Governments and
organizations around the world are working hard to
reduce our greenhouse gas emissions and protect
our climate; however, they need help. Many of the
choices we make as individuals every day at home,
in our schools, or where we work affect the amount
of pollution that is emitted into the environment.
Conserving energy, choosing environmentally
friendly products, and driving less are all actions
that reduce greenhouse gas emissions, helping to
protect our environment, air quality, and climate.
Need More Information?

Air Quality
– The San Luis Obispo County Air Pollution
Control District: www.slocleanair.org

Greenhouse Gas Effect Animation:
http://earthguide.ucsd.edu/earthguide/diagra
ms/greenhouse/

Climate Change
– NOAA: www.climate.gov
– EPA:
epa.gov/climatechange/kids/index.html
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Background: Climate Change Basics
–
–
NASA’s interactive climate tracking
website: http://climate.nasa.gov/Eyes/
NASA’s climate change website:
http://climate.nasa.gov/
–
California climate change portal:
http://www.climatechange.ca.gov/
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Climate Change Basics
Lesson 1
Greenhouse Effect
Estimated Time: Two 45minute sessions, 1.5 hrs
Objectives:
• Simulate the greenhouse
effect in an experiment
• Understand how absorption
and reflection of solar
energy moderate
temperature.
• Develop a hypothesis and
conduct an experiment.
CA State Standard Connections:
4th Grade Investigation &
Experimentation
Students will formulate and justify
predictions based on cause-andeffect relationships.
5th Grade Earth Sciences
Students know that energy from
the sun heats Earth unevenly,
causing air movements that result
in changing weather patterns.
The atmosphere contains both natural and man-made greenhouses gases.
These gases allow solar radiation from the sun to pass through the
atmosphere and limit the escape of infrared energy that is radiated back
by the Earth. This natural function of our atmosphere results in warm
temperatures in the lower atmosphere and on the planet’s surface. Through
discussion and a hands-on experiment, students learn about the scientific
principles behind the greenhouse effect and why it is important to life on
Earth.
Key Words
Atmosphere: layer of gas and microscopic dust that surrounds the Earth.
Greenhouse Effect: the process of the Earth’s atmosphere trapping heat.
Solar Radiation: energy emitted from the sun in a variety of forms
including visible light, infrared radiation, and ultraviolet radiation.
Preparation
Read the Background on Climate Change Basics for an overview and
illustration of the greenhouse effect. Test the experiment before teaching
this lesson. It is best to do this experiment on a sunny day; late spring
through early fall days would be best. Identify a safe place to leave your
jars outside.
Assemble 2 sets of materials for 2 groups of students. Each set includes: 3
mason jars with lids, 1 stopwatch, 3 thermometers, 1 piece of black paper
and white paper, and Handout 1. Thermometers should be at room
temperature. An extra thermometer will serve as the control thermometer
for the class.
Prior to this activity, review with students how to read a thermometer, use a
stopwatch, and create a line graph.
Tool Kit Materials:
• Six large mason jars
• Two stopwatches
• Seven thermometers
• Two sheets of black
construction paper
• Two sheets of white
construction paper
• Handout 1 (one per group)
• Handout 2 (one per group)
Additional Materials:
• Student journal (one per
student)
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Climate Change Basics
Lesson 1
SETTING THE STAGE
 View greenhouse picture from CD.
 A greenhouse is sort of like a car with the windows rolled up. “Has anyone ever been in a car with
the windows rolled up on a hot sunny day?” “What was it like inside?” “How did it feel?”
 The glass of a greenhouse or car acts like greenhouse gases in our atmosphere that allow sunlight to
pass through and warm the inside surfaces, and then traps heat that radiates back from the
surfaces.
 We’re going to do two experiments to explore the greenhouse effect. The first experiment models
what happens in our atmosphere on a small scale. The second activity explores the effect of
different surface colors on the greenhouse effect.
ACTIVITY 1 – Modeling the Greenhouse Effect
In this experiment we want to make a model that will act like the atmosphere on a small scale. The jar’s
surface walls acts like the atmosphere and greenhouse gases by allowing sunlight to enter the jar but
not allowing the sun’s heat to escape easily. We want to see if the air in the jar will heat up just from
sunlight passing through and warming the surface inside. The open air beside our jar allows heat to
escape more easily, so this will be our control experiment.
1. Review and demonstrate the following procedure:
 One thermometer will be used as the control thermometer for the class.
 Check that your thermometers are starting from the same temperature. Record the starting
temperature at Minute 0 on your chart before we go outside.
 Outside, arrange your jar on its side, and prop it up with a rock or some sticky tape so it won’t
roll away.
 Place the thermometer firmly through the lid hole so that you can see the temperature gauge
outside of the lid and screw the lid onto the jar.
 Then set up your control thermometer as your control experiment right beside your jar.
 Use the stopwatch to measure when to read the temperature. You’ll take 5 readings, during a10
minute period.
2. Draw the data chart on the board. Explain that each group of four will need to have a timekeeper,
2 observers, and a recorder. The timekeeper will use the stopwatch and say 2, 4, 6, 8, and 10
minutes at the appropriate times. Each observer will read and report the temperature from the
thermometer. The recorder will enter temperature readings on the data chart and share results at
the end. Pass out materials to students. A group of students should be assigned to monitor the
control thermometer.
3. Pass out Handout 1 to students. Ask students to write their names, what they think will happen on the
hypothesis line, and to look at the thermometers and record their starting temperatures. The group
for the control thermometer should share the recorded temperatures with the class.
4. Go outside and set up the jars and the control thermometer as described above. All of the jars
should be on the same surface, such as a bench or the grass. The temperature of the surface will
affect the temperature in the jars.
5. Every 2 minutes, each group should record the temperatures on both thermometers.
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Climate Change Basics
Lesson 1
6. After all groups have reached 10 minutes, ask groups to complete their data tables and discuss the
results among themselves and then come back to the classroom to share data and discuss results:
 “What happened during the experiment?” The thermometer in the jar registered a higher
temperature than the thermometer outside the jar.
 “Were everyone’s results the same?” “Was it what you expected in your hypothesis?”
 “Why do you think the air inside the jar was warmer?” Accept student responses then explain the
Greenhouse Effect using the CD image and drawing the diagram on the board.
 View greenhouse effect diagram on CD.
On the board, draw an arc at the bottom right corner to represent the Earth’s surface, and a sun far
above the arc. Introduce students to the basic atmospheric principles of the greenhouse effect by
drawing another arc between the Earth and the sun to represent the atmosphere; and arrows from the
sun to the Earth representing solar radiation. Explain that the greenhouse effect is a natural mechanism
that keeps our planet warm compared to the deep cold of space that surrounds our planet. Planets
without greenhouse gases in their atmosphere, like Mars, are very cold (-81° F). Planets with more
greenhouse gases in their atmosphere, like Venus, are very hot (860° F).
7.
Ask the class,

“How do you think the greenhouse effect benefits the Earth?” Outer space is very cold. The
greenhouse effect of the atmosphere is critical to keeping the Earth warm enough to sustain life.

“How do you think an increased greenhouse effect could harm the Earth?”
 Have students draw and label a greenhouse illustration for their science journals. Ask students to
put their Data Sheet in their journal to use in the next experiment.
ACTIVITY 2 – Effect of Surface Color on the Greenhouse Effect
1. One of the effects of warming our atmosphere that scientists are already measuring is the melting
of the ice and snow around the North Pole. Ask students:
 “If there is less white snow and ice and more dark ground do you think it could make a difference
in warming?”
 “What difference would you expect?” “Any ideas why?”
 “How could we change our experiment to test this so that the only difference or variable is the
color of the surface under the air we’re measuring?”
In the first activity we saw that sunlight could cause an increase in air temperature if heat is trapped,
similar to the greenhouse effect. The glass jar represented the greenhouse gases that absorb and trap
heat in our lower atmosphere. In this next greenhouse experiment, we will explore how changing the
color of the surface that the light hits affects the air temperature over that surface.
1. Divide the class into the same groups of four. One group will run
the experiment with the jar and no paper. Half of the remaining
groups will use the white paper in their experiment, and the other
half will use the black paper.
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Climate Change Basics
Lesson 1
2. Ask the students to each develop an hypothesis based on the following question:

“Do you think the surface color will cause a difference in the air temperature?” Write what you
think might happen, and your reasoning, on the hypothesis line of Handout 1.
3. The groups with the paper should roll the piece paper into the jar as seen in the photograph. Lay
the jar on its side with the paper like landscape on the bottom. Place the thermometers into the hole
in the lid and close the jar.
4. Review the group assignments and data collection procedure from the previous experiment. Pass
out materials.
5. Have all groups assemble the jars and record their starting temperatures on the chart for
Experiment 2. Go outside and place the jar on its sides in direct sun with the “landscape” side on
the bottom. All jars should be on the same surface, such as a bench or the grass. The temperature
of the surface will affect the temperature in the jars. Position the jars so that students will not have
to pick them up or shade them to read the thermometer. Make sure each group has Handout 1 to
record the experiment results.
6. Tell students to start their experiments, taking data every 2 minutes. After all groups have finished
their 10 minutes, pick up the jars and return to the classroom to share data and discuss results.
7. Tell groups to complete their data tables and reflect on their written hypothesis. Then bring group
together to discuss results:

“In which jar did the temperature rise the most?” The jar with black paper should heat up the
most. “Is that result what you expected?”

“Did everyone get the same results?” “If not, what might have changed results for different
tests?” Possible answers: Jars not sealed, differences in thermometers, clouds slowed the heating of
the jars, students blocked the sun during experiment.

“Why do you think you saw these results? What was happening?”
8. Listen and record all possible answers and then provide science vocabulary from Key Words to
clarify results. Matter, like air or paper or water, gets warmer when their molecules start moving
faster. The white paper stayed cooler because solar radiation bounces off or reflects from this
color. The dark paper gets warmer because more of the solar radiation is absorbed by darker
colors and causes the molecules to speed up, changing the heat energy and temperature.

“Now that we’ve done the experiment, what do you think it might mean if there is less ice and
snow and more exposed ground?” Warming could increase over those areas.
 Ask students to draw a diagram of the model used in this experiment in their journal with labels
that show the major parts of the model and what they stand for: sunlight, the jar glass, the paper, the
air in the jar. Help students complete the line graph in Handout 2 showing the beginning and ending
temperatures for each of the jars in Experiments 2 and 3.
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Climate Change Basics
Lesson 1
ASSESSMENT
Assessment
 Have students write a caption under their journal drawing of the greenhouse effect, describing
with words what is happening. Use the diagrams and writing to assess how well students understand the
greenhouse effect concept.
EXTENSIONS
1. Further experimentation – Add different materials, like water and soil, to the jars and conduct the
experiment, comparing results with the initial experiment. Soil and water have different absorptive
and reflective capacities. What effect will this have on the experiment?
2. EPA Website – Students can visit the EPA Kids website to learn more about the greenhouse effect:
http://epa.gov/climatechange/kids/greenhouse.html
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Climate Change Basics
Lesson 1
NAME:
DATE:
Greenhouse Effect Experiments
Lesson 1, Handout 1
In these experiments you will model the greenhouse effect and then study the impact of the color of the
surface warmed by solar radiation.
Activity 1:
In our first experiment, we want to see what effect the clear glass jar has on the temperature of the air
directly over some surface. You will be measuring the air temperature inside the jar and the
temperature of the air just outside the jar, at the jar’s same elevation and surface.
Hypothesis: Do you think the temperature will be different inside and outside the jar? Any guesses
about why?
Procedure:
1. Record the starting temperature of the two thermometers on the chart below.
2. Outside, arrange your jar on its side in the sunshine, and prop it up so it won’t roll away.
3. Stick your thermometer through the hole in the lid so that you can read the gauge outside the lid.
4. Record the temperature every 2 minutes.
Experiment #1
Closed Jar Measurement
Minute
Temperature (°F)
0
Experiment #1
Open Air Measurement
Temperature (°F)
2
4
6
8
10
Which thermometer measured higher temperatures?
Why do you think this happened?
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Climate Change Basics
Lesson 1
Activity 2:
Lesson 1, Handout 1, Page 2
The second experiment looks at the effect of surface color on the temperature of air above it.
Hypothesis. Which jar’s air do you expect to heat up most, a jar with black paper inside or a jar with
white paper inside, and why?
The jar with
inside will heat up the most because
Procedure:
1. Record the starting temperature of the thermometer on the chart below.
2. Outside, arrange your jar on its side in the sunshine, and prop it up with a rock or some sticky tape
so it won’t roll away.
3. Stick your thermometer through the hole in the lid so that you can read the gauge outside the lid.
4. Record the temperature every 2 minutes.
5. Complete the table by recording the data from groups that used the black, white, or no paper.
Minute
0
Experiment #2
Closed Jar with
Black Paper
Temperature (°F)
Experiment #2
Closed Jar with
White Paper
Temperature (°F)
Experiment #2
Closed Jar
Measurement
Temperature (°F)
Experiment #2
Open Air
Measurement
Temperature (°F)
2
4
6
8
10
1. Which jar heated up the most? Why do you think this happened?
2. Which jar heated up the least? Why do you think this happened?
3. Is this what you expected might happen in your hypothesis?
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Climate Change Basics
Lesson 1
NAME:
DATE:
The Greenhouse Effect
Lesson 1, Handout 2
Make a line graph of the beginning and ending temperatures of each jar on the chart below. Use a
different line style for marking the temperatures of the jar with the black paper, the temperatures of
the jar with the white paper, the temperatures for the empty jar, and the outside open air temperature.
120º
110º
100º
90º
Temperature (Fº)
1. 80º
70º
60º
50º
40º
30º
20º
2
4
6
8
10
Time (Minutes)
Key
Open Air Temperature
Empty Jar
Black Paper
White Paper
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Climate Change Basics
Lesson 2
The Heat is On
The increase of greenhouse gases in the atmosphere is causing heat to
build up in the atmosphere and oceans which is leading to global
climate change. In this lesson, students learn what causes weather and
graph changes in a local weather pattern over time to investigate how
weather conditions define climate.
Estimated Time: 1 hr
Objectives:
• Define weather and climate.
• Understand that the sun’s
radiant heat energy is the
primary driver of weather
and that trapping more heat
to the Earth affects global
weather patterns.
• Read yearly temperature
data and translate data into
graphs.
CA State Standard Connections:
4th Grade Statistics, Probability
& Data Analysis
Students organize, represent, and
interpret numerical and
categorical data.
5th Grade Earth Sciences
1) Energy from the Sun heats
Earth unevenly, causing air
movements that result in
changing weather patterns.
2) The oceans influence the
weather, and the water cycle
plays a role in weather
patterns.
3) Earth’s atmosphere exerts a
pressure.
Tool Kit Materials:
• Handout 1 (for Teacher’s use)
• Handout 2 (one per student)
• Handout 3 (one per student)
• Handout 4 (one per student)
Additional Materials:
• Copy of weather page from
newspaper / weather.com
• One piece of 8.5”x11” paper
and foot long piece of thread
• Several marbles placed on a
plate
• Student journal
• Computer and Internet access
for teacher and/or students
Key Words
Weather: short-term condition of the atmosphere at a place for a given
time.
Climate: average pattern of weather for an area over a long period
of time, 30 years or more.
Water Cycle: the change of water from one state to another as it moves
between Earth’s surface and atmosphere; includes the processes of
evaporation, condensation, and precipitation.
Precipitation: water falling from clouds in any form, such as snow, ice,
rain, or drizzle.
Temperature Anomalies: values that represent the difference between
the observed temperature and the long-term average temperature for
each location and date.
Preparation
Review Lesson 2 Background in Climate Change Basics for an overview
on weather and climate change. Prepare copies of both Handouts for
each student. Make copies of the weather report from a local paper or
print a report with local and national data from a website like
weather.gov.
Activity 1: Cut along spiral line on handout 1 and cut one foot long
piece of thread or string. Prepare a heat source such as table lamp or
candle from kit. Conduct activity as a class demonstration.
Activity 2: You will be accessing several different websites with
temperature and other meteorological data.
The Western Regional Climate Center website presents climate data
from stations around the western United States:
http://www.wrcc.dri.edu/climsum.html
The National Oceanic and Atmospheric Administration (NOAA) website
presents climate change data: www.climate.gov
14
Climate Change Basics
Lesson 2
Procedure
SETTING THE STAGE
 Weather and climate are related. We’re going to look at why they’re related.
 Ask the class, “What is the weather for today?” Student answers could include: It is cloudy,
foggy, rainy, cold, humid, windy. On the board, write down the words students are using to
describe the weather.
 Provide copies of a weather report with local and national weather data from a local paper or
weather.gov. Have students look for weather in other cities in the state or around the country.
Ask students “What data is being measured and reported?” “How is it different from our
weather right now?” Add new words to the list on the board. Temperature, precipitation, wind
speed, humidity, air pressure.
 Provide each student with a copy of Handout 2. Ask one or more students to read the
paragraph under Section 1, Describing Weather. Clarify any vocabulary or concepts as
necessary before providing the groups some time to answer and discuss the questions.
 Ask the class “How would you define weather?” Weather is how hot or cold, wet or dry, stormy
or calm it is in an area over a short period of time. Weather is defined as the short-term
condition of the atmosphere at a place for a given time. When you get dressed in the morning,
you think about the weather. It’s cold, I’ll wear a sweatshirt. It’s hot, I’ll wear shorts.
 “What’s the warmest thing you have in your closet?” The climate of San Luis Obispo is fairly
mild. If the temperature of San Luis Obispo reached -50°F every winter, like in some parts of
Russia, you’d probably have different clothes in your closet. We have a different climate,
defined as the average pattern of weather measured over long periods. Weather influences
what you wear each day. Climate influences what clothes you have in your closet.
 Have students record the definition of weather and climate in their journals.
 Today we’ll be looking at factors that influence weather and how these factors are related to
atmospheric warming and climate change.
ACTIVITY 1 – Weather and Heat from the Sun
1. As a class demonstration, cut out the spiral in handout 1and make a pin hole through the center
of the spiral. Next, tie the thread to the pin hole so that the spiral can hang down with the
widest part at the bottom.
2. Let students hold the spiral by the thread over a lighted candle or bulb (model for the heated
Earth) to see the hot air rising and causing the spiral to spin.
15
Climate Change Basics
Lesson 2
3. “What did you observe?” “What do you think causes that to happen?” The hot air rises,
causing the spiral to spin. Similar to why a pinwheel spins when we blow it.
4.
Weather and climate are influenced by many factors. Write: Causes of Weather on the
board. One of the most important factors is heat from the sun. In our last experiments we saw
how solar radiation can warm surfaces and the air over the surfaces. Today we’ll look at what
happens when air is heated and how that affects weather.
5. Heat from the sun drives air pressure. Remember that temperature is a measure of the heat
energy of matter. Increased heat energy means increased vibration of molecules in the matter.
Show students some marbles on a plate. When heat energy is added, the molecules start to
vibrate more and they push each other apart (Shake the plate). This happens on a large scale
when atmospheric gases are heated over a warm surface like a large desert. The molecules
move further apart from one another, making the air mass lighter and making it rise. Colder air,
with molecules closer together, is heavier and will flow in under the rising warm air. The way
molecules act when heated creates the currents in the air (winds) and the currents in the oceans.
6. Heat from the sun also drives the water cycle. Ask questions to guide students through a
review of this process. “What does liquid water do when you heat it?” It evaporates. “Does
anyone know what happens as the air rises and the water vapor in the air starts to cool down
rapidly?” Clouds and rain, condensation and precipitation. So, heat from the sun is powering the
currents in the air that move heat around and the entire water cycle that moves water around
the globe. Write “heat from the sun” on the top of the list under Causes of Weather.
7. In addition to heat from the sun there are other factors that make winds and currents move as
they do. While columns of air are moving up and down they are also being twirled. The
rotation of the Earth twirls these shifting currents in air and water around the globe. Write
“rotation of the Earth” on the list.
8. “What else influences weather?” “Where does is rain more frequently?” Where clouds form
over mountains, or tropical, humid areas. Write “land features and water bodies” on the list.
9. Ask another student to read the paragraph under Causes of Weather on Handout 1. Again,
clarify any vocabulary or concepts before providing the groups time to answer the
corresponding question, ”What is the main factor that makes weather happen?” Students
should understand at this point that the buildup and distribution of heat, primarily from the sun,
is the force driving weather.
Once groups have written their responses, ask groups to share with the rest of the class. Note
any commonalities in groups’ responses.
ACTIVITY 2 – Studying Our Climate
How would you describe your climate? A tropical climate could be described as rainy and hot; a
desert climate is dry with extreme day and nighttime temperatures; and a polar climate is
extremely cold with dark winter days and light summer days. We’re going explore our own
climate.
1. Distribute Handout 3 to each student.
2. Given your access to and your students’ familiarity with the internet, choose an option for
accessing this web-based data:
16
Climate Change Basics
Lesson 2
 Option 1: Each group sits before its own internet-equipped computer and accesses the
Western Region Climate Center website: http://www.wrcc.dri.edu/climsum.html
 Option 2: Use an internet-equipped computer in classroom to access the Western Region
Climate Center website: http://www.wrcc.dri.edu/climsum.html and project it onto a wall with
an LCD projector.
 Option 3: Access website prior to class and make photocopies or makes overheads of the
required information to share with the class.
3. Give students appropriate instructions for finding the average maximum monthly temperatures
for a station in San Luis Obispo County. Tell the class to write down the name of the specific
weather station they are viewing. Have the students graph the average monthly maximum
temperatures for the station they are viewing. Have students repeat the same exercise using a
different station. Students should label the line with the station used.
4. Once groups have their tables of average monthly maximum temperatures for their station,
discuss the following questions:
 “What is the warmest monthly maximum temperature? What is the coldest monthly maximum
temperature?
 “How does climate vary in different parts of the State? Are some places always cooler or
warmer than others?” Climate in San Luis Obispo County can be influenced by proximity to the
ocean.
 “What differences did you notice between the different locations?”
 “How would you describe the climate of each of these stations?”
5. Pass out Handout 4 and take turns asking students to read aloud. Use the following questions to
discuss the Global Temperature Anomaly data and graph.
6. Ask students:
 “From 1980 through 2009 what was the trend of the globally averaged surface
temperature?” Upward
 “In the next 20 years, scientists project that global average temperature will rise by around
0.2°C (about one-third of a degree Fahrenheit) per decade. What affect do you think this
will have on the planet, if any?” Student answers may include: weather would change in
various ways; less snow on mountains; glaciers would melt; causing sea level rise; cities will be
hotter because heat is trapped and cannot escape; because winds and precipitation are strongly
affected by heat, there may be changes in average temperatures, extreme temperatures,
rainfall, snowfall, and storm severity.
ASSESSMENT
 Have students make a journal entry summarizing this lesson by explaining the difference
between weather and climate and how a change in climate could affect them in the future.
Reading through their journal entries should show who understands the concepts taught and who
needs additional help.
17
Climate Change Basics
Lesson 2
EXTENSIONS
1. Guide students in measuring and tracking precipitation at the school or in their backyard. Have
the students obtain an empty, clean, straight sided can that is at least 4 inches in height and 3
inches in diameter. Place the empty can in an open field away from obstructions; so that the
rain can fall unobstructed into the can. The can should be upright (the can sides should have a
90 degree angle with the ground). After a rain, measure the depth of water in the can using a
ruler. After the depth of water is measured, students can note the amount of water measured
on a calendar. Empty the can after each measurement. Calculate the monthly rainfall totals.
Plot the monthly rainfall totals on a graph. Have the students compare the precipitation
patterns for the school year at their various measurement locations. How does this data
compare to climate data for a nearby climate station found on the Western Region Climate
Center website? http://www.wrcc.dri.edu/climsum.html
2. Use an online image search engine to find graphs of surface temperature trends across the
globe over much longer periods of time. Students can view graphs for California, the nation,
polar and sub-polar regions, or the entire globe. Search keywords can include: Pew Center on
Global Climate Change, IPCC Report, Earth surface temperature trend, polar temperature rise.
Are temperatures rising, falling or staying the same over a long period? From the global
temperature graphs, in what part of human history did temperatures begin to rise sharply?
With what might this sharp rise coincide?
Research Climate Change in the News
This project connects students with current events reported in the news about climate change.
Students develop research skills as they access web and print news sources. Direct students to
collect news articles related to climate change and associated weather, environment, and health
issues from print or web sources. Different themes could be:
- Examples from around the world (what is happening in China, Africa, etc.)
- Environmental issues in California (snowpack, wildfires)
- Scope of impact on a global scale (ice caps melting), regional scale (sea level rise along the US
coastlines), and local scale (local weather issues in the San Luis Obispo area)
Develop the students’ climate research into a regular activity with class discussions where students
speak about what they have learned in the news.
18
Climate Change Basics
Lesson 2
19
Climate Change Basics
Lesson 2
The Heat is On
Lesson 2, Handout 1
20
Climate Change Basics
Lesson 2
21
Climate Change Basics
Lesson 2
NAME:
DATE:
The Heat is On
Lesson 2, Handout 2
Read the paragraphs below about the weather and answer the questions.
1. Describing Weather
Weather describes the daily precipitation, temperature, air pressure, humidity, and wind conditions
at a given location at a given time. Weather happens from minute to minute and can change a lot
within a very short time. For example, the day may start out clear, then become cloudy, and be
followed by rain in the afternoon. We make plans about what to wear, where to go, and how to
travel there depending on what we know about the weather. Check a local paper or weather
website (weather.gov) to record your current weather conditions:
What is the weather like today?
2. Causes of Weather
The sun is a fiery ball of burning gases. Rays of sunlight (solar radiation) shine down on Earth
every day. Some of these rays bounce off our atmosphere and return to space and about half pass
through our atmosphere. When sunlight hits the Earth’s surface most of it turns into heat (thermal
energy). This drives weather patterns all over the planet. As the land and oceans warm, they heat
the air above them, causing that air to rise. As the heated air rises, cooler surrounding air flows in,
setting in motion an endless movement of air in great swirling, churning currents that distribute heat
energy from the sun across the planet. The oceans also distribute heat around the globe. As
heated air and water move around the Earth and mix with colder air and water, we get weather:
clouds form, rain falls, and wind blows.
Because the Earth is spherical and not
flat, the Sun shines more directly around
the Equator, heating it more intensely so
that it is warm all year long. However, the
Polar regions are at such an angle to the
Sun that they get little or no sunlight
during the winter, causing them to be cold
and ice-bound.
What is the main factor that makes
weather happen on the Earth?
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Climate Change Basics
Lesson 2
NAME:
DATE:
The Heat is On
Lesson 2, Handout 3
1. Describing Climate
Weather may change on a daily basis, but climate only changes over a long period of time.
Climate describes the pattern formed by weather occurring over a period of at least 30 years in a
given place. This includes average weather conditions, seasonal weather variations, and special
weather events such as tornadoes and floods. Climate tells us what it's usually like in the places
where we live. San Diego is known as having a mild climate, New Orleans a humid climate, Buffalo
a snowy climate, and Seattle a rainy climate.
How would you describe the climate where you live?
2. Average Temperature in California
Average temperature is one measure of climate. Graph and compare the monthly average
temperatures over the course of a year for two stations in S. California. The Western Regional
Climate Center provides climate data from stations in the Western United States:
http://www.wrcc.dri.edu/climsum.html. Choose two stations from varied locations (near the ocean,
in the mountains, inland) from the website to compare. Label your line with the name of the station
used.
Can you describe how the stations monthly average temperature compares or differs?
_______________________________________________________________________________
23
Climate Change Basics
Lesson 2
NAME:
DATE:
The Heat is On
Lesson 2, Handout 3
100º
97º
94º
91º
88º
85º
82º
79º
76º
73º
70º
67º
64º
58º
55º
52º
49º
46º
43º
40º
Jan
Feb
Mar
Apr
May Jun
Jul
Aug
Sept
Oct
Nov
Dec
Months
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Climate Change Basics
Lesson 2
25
Climate Change Basics
Lesson 2
1NAME:
DATE:
The Heat is On
Lesson 2, Handout 4
3. Global Temperature Anomaly
Scientists see measurable changes in global temperatures by looking at the record over the last 100 years.
Temperatures measured on land and at sea for more than a century show that Earth’s globally averaged
surface temperature is experiencing a long-term warming trend. The concept of an average temperature for
the entire globe may seem odd. After all, at this very moment, the highest and lowest temperatures on Earth
are likely more than 55°C (100°F) apart. Temperatures vary from night to day and between seasonal
extremes in the Northern and Southern Hemispheres. This means that some parts of Earth are quite cold
while other parts are downright hot. The concept of a global average temperature is convenient for
detecting and tracking changes in Earth’s condition over time.
To calculate a global average temperature, scientists begin with temperature measurements taken at
locations around the globe. Because their goal is to track changes in temperature, measurements are
converted from direct temperature readings to temperature anomalies-values that represent the difference
between the observed temperature and the long-term average temperature for each location and date.
Each value is then used to calculate a global temperature average. This process provides a consistent,
reliable method for monitoring Earth’s surface temperature over time.
Though warming has not been uniform across the planet, the upward trend in the globally averaged
temperature shows that more areas are warming than cooling.
Using the graph above to answer the following questions.
1. From 1980 through 2009, what is the trend of the globally average surface temperature?
______________________________________________________________________________________
2. In the next 20 years, scientists project that global average temperature will rise by around 0.2°C (about
one-third of a degree Fahrenheit) per decade. What affect do you think this will have on the planet, if any?
______________________________________________________________________________________
1
Provided by the National Oceanic and Atmospheric Administration (NOAA)
26
Climate Change Basics
Lesson 2
Studying Air Pollution
Estimated Time: 1-1.5 hrs
each day for 2 days
Objectives:
• Observe, identify and list
visible and invisible air
pollutants around the school
and in the community.
• Identify at least three solutions
to prevent air pollution.
CA State Standard Connections:
4th Grade Life Sciences
Students know that living
organisms (including humans)
depend on a healthy environment
for survival.
5th Grade Investigation and
Experimentation
Scientific progress is made by
asking meaningful questions and
conducting careful investigations.
5th Physical Science:
Each element is one kind of atom,
organized in Periodic Table.
Tool Kit Materials:
• Blank, white index cards (one
per pair)
• Petroleum jelly
• Handout 1 (one per pair)
• Handout 2 (one per pair)
• Handout 3 extension (one per
pair)
Additional Materials:
• Pins (tacks) and/or tape
• Student Journal
• Glue sticks or paste/staples
• White construction paper
• Scissors
Air pollution is comprised of gases and particles that can be harmful at
high concentrations. In this lesson, students will observe, identify and
chart both visible and invisible air pollutants, and through an art
project describe solutions for preventing air pollution in their
communities.
Key Words
Air Pollution: harmful substances in the air.
Smog: photochemical air pollution is made primarily of ozone (O3)
that forms when pollutants from vehicles and industry react in the air
with sunlight.
Ozone (O3): ground-level ozone is an air pollutant with harmful effects
on the respiratory systems of animals and humans. Ozone in the upper
atmosphere filters potentially damaging ultraviolet light from reaching
the Earth's surface.
Particulate Matter: tiny particles and liquid droplets in the air,
including acids, organic chemicals, metals, and dust particles.
Preparation
Review Lesson 3 Background on air pollution. Test the experiment first.
You can coat petroleum jelly on all the student cards first or have
students do this themselves when they set up their experiments.
Students should place the index cards in secure test area, and ask the
custodians not to remove them. The air pollution collectors will need to
remain in their test areas for at least two full days.
Air Pollution Information in San Luis Obispo County
The San Luis Obispo County Air Pollution Control District (APCD)
provides a daily air quality forecast. To access this forecast, visit:
www.slocleanair.gov and select Today’s Air Quality. To have the air
quality forecast emailed or sent by text to you daily, visit the APCD
website: http://www.slocleanair.org/air/AirForcasting.php The APCD
also has other programs for learning about air pollution. The APCD
offers an Air Quality Flag Program where students fly air quality flags
at their school to inform students of the daily air quality. If your school
would like to participate in this program, contact the APCD at 7815912. Visit website http://www.slocleanair.org/kids/index.php for
more information on what you can to do to help clean the air.
27
Procedure
Climate Change Basics
Lesson 2
SETTING THE STAGE
 Today we’ll be studying different kinds of air pollution that affect the climate and our health.
 “Have you ever been stuck behind a big rig truck? What did you notice?” (Elicit observations of
how the exhaust looks and smells.) “How does standing behind a bike differ from standing
behind a truck?”
 We can both smell and see pollution because air pollution consists of both very small particles and
droplets, called particulates, and different gases, some of which are invisible.
 Sometimes all the air pollution collects in an area and creates a “bad air day.” It can look like
this:
 Air Pollution Image on CD.
This is a picture of smog.
When the air quality deteriorates there are announcements from the APCD to advise people to
avoid heavy exercise or stay indoors if they have breathing problems like asthma. To get the
latest air quality forecast or advisory on the web, visit: www.slocleanair.gov Go to this website
and see what the air quality is forecasted to be for your town.
 Smog is air pollution made primarily of ozone (O3) that forms when pollutants from vehicles and
industry react in the air with sunlight. Ozone (O3) is made of the element oxygen, but it is a
different molecule than the oxygen gas we breathe because it has 3 atoms rather than 2 in each
molecule. This difference gives ozone different properties. Ground-level ozone is an air pollutant
with harmful effects on the respiratory systems of animals and humans. Ozone in the upper
atmosphere filters potentially damaging ultraviolet light from reaching the Earth's surface.
 Since smog formation is directly related to warm days, air quality is expected to worsen as
temperatures increase from global warming.
 In addition to pollution that directly affects our health like particulates and smog, there are also
air pollutants that increase the rate of climate change.
ACTIVITY 1– Discussion of Air Pollution and Sources
1. Let’s work on developing a definition for air pollution. Ask students:
 “What does the word “pollute” mean?” Lead discussion to the idea of adding harmful or
unpleasant substances to the environment.
 Ask, “What are some substances that pollute the air?” Natural air pollutants include pollen,
dust and volcanic ash. Human-caused air pollutants include vehicle exhaust, invisible gases, and
smoke.
 Ask, “How should we define air pollution?” Write responses on the board. Through discussion,
help students arrive at one definition. Unwanted gases or particles In the atmosphere that can
harm human health and the environment.
2. Ask, “Where do you think man-made pollution comes from?” Write answers on the board.
(Cars, trucks, powerplants, industry, trains, planes, fireplaces.) Explain that incomplete
combustion of different fuels like wood, oil, and gasoline, create a variety of air pollutants
including ozone, particulates, and sulfur dioxide, which contributes to acid rain.
3. Over the next two days we’ll be looking at air pollution, where it comes from, and some
different things we can do to reduce air pollution.
28
Climate Change Basics
Lesson 2
ACTIVITY 1 – Air Pollution Collector
Day 1:
1. Over the next two days, we are going to study particulate air pollution around our school. We
will be ‘collecting’ air pollution samples in and around the school on petroleum jelly-coated
index cards. The index cards will be left for a couple days at various sites around our school.

Ask, “Why do you think we will coat the index cards will petroleum jelly?” Some pollutants
will stick to the petroleum jelly for us to see.

Ask, “Where do you think we could place a card that might show air pollution Near the bus
turnaround, by an open window, near a heating vent. “Where would be some places that
might not show air pollution?” Undisturbed spot in the classroom, Principal’s office.

Keep a list of good test areas around the school; adding some spots as needed; these can
be inside or outside, as long as other classes are not disturbed.
2. Divide the class into pairs. Provide each pair with one index card,
petroleum jelly and a swab, and a piece of construction paper. Provide the
following instructions:
 Staple or glue the index card to the center of the construction paper.
 Write the names of the students in the group and the sampling location
they’ve selected above the card.
 Write “Investigation in progress. Please do not disturb.” below the index
card.
 Swab a thin layer of petroleum jelly on the index card.
3. Next, distribute a copy of Handout 1 to each pair and ask them to read the questions so that
they know what they have to record about their sites. Have students place the cards in test
areas, one card per test area. Use pins or tape as needed to secure the cards. The petroleum
side should be facing out.
4. Once all groups have placed their cards, return to class and have pairs complete the questions
in Handout 1 together. Lead a discussion of Handout 1, prompting students to identify possible
sources of air pollution nearby or at the school.
5. Student can monitor the local air quality forecast by visiting: www.slocleanair.gov
Day 2 or 3:
1. Air pollution collector cards should remain in the test areas for at least two whole days, but
preferably over several days, or a weekend. You may want to have groups check their cards
daily and report back to the class on their observations.
2. Bring cards back to class for comparison. Consider having students look at their collector cards
under magnification if microscopes or magnifying glasses are available.
3. Observe and rank the cards from the one with the most visible pollutants to the one with the
least. You can do this by placing cards side by side on a table. Have student monitor the local
29
Climate Change Basics
Lesson 2
air quality forecast by visiting: www.slocleanair.gov Are there any announcements indicating
poor air quality?
4. Lead students in a discussion about air pollution at the school:

Where around the school was the most visible air pollution collected?

Where was the least?

What assumptions can students make about air quality around the school and the proximity
to sources of air pollution?
5. Have students get back into their groups with their cards and complete Handout 2. Discuss
student responses from Handout 2. (Refer to Lesson 3 Background for ideas on how to engage
students in thinking about health and environmental impacts of air pollution, as well as pollution
prevention measures.)
On the board draw a two-row table, with the first row titled “air pollution sources” and the
second row titled “air pollution solutions.” Have students make a like table in their journals and
give them time to write their ideas. Next, discuss student responses and write ideas on the board.
Any new sources or solutions can be added by students to their journals.

Ask, “What are the sources of air pollution in our community?” Automobiles, factories,
hospital incinerators, burning wood, and so on.

Ask, “Are there ways we could reduce emissions from some of these sources?” Walk and
bike instead of drive, educate people about the pollution, and so on.
ASSESSMENT
Look over student work on Handout 1 and Handout 2 to assess whether students were able to
complete the experiment and what conclusions they came to. Look at student journals to see their
lists of pollution sources and possible solutions to reduce pollution.
EXTENSIONS
1. Visit air quality websites – write a report on an air quality subject:
•
•
•
•
•
www.slocleanair.gov
www.airnow.gov
For an explanation of the Air Quality Index (AQI) and the AQI colors, visit:
http://www.airnow.gov/index.cfm?action=aqibasics.aqi
To find out how to have the air quality forecast emailed to you daily, visit the San Luis
Obispo County Air Pollution Control District website:
http://www.slocleanair.org/air/AirForcasting.php
To view the current Air Quality Index (AQI) for your location, click on:
http://airnow.gov/index.cfm?action=airnow.national_summary#CA
then scroll down to your city. San Luis Obispo County cities are located near the bottom of
the California listing.
30
Climate Change Basics
Lesson 2
•
To learn how the AQI can change with changes in temperature, sunlight and the amount of
emissions, visit the Smog City website: http://www.smogcity.com/welcome.htm and click on
Run Smog City on the left side of the page. You can change the dials and settings and see how the
AQI colors change. How does the AQI change when you change the temperature or the wind?
How does the AQI change when you change the population? What happens when you change the
dials for emission levels for cars & trucks, off road, industry and consumer products? When you
have changed the selection, press start to run Smog City. What happened to the AQI color when
you made your changes?
•
http://www.epa.gov/oar/oaqps/cleanair.html
2. Pollution Solution Poster – students in small groups make posters of air pollution sources and
solutions. Provide each group with scissors, glue sticks, coloring pencils and a piece of
construction paper. At the top of the construction paper, have groups write ‘Air Pollution
Sources.” At the bottom of the paper, have groups write, “Air Pollution Solutions.” Then have
groups draw a line across the paper in the middle.
For the top half of the poster, groups will cut out or draw pictures of air pollution sources like
automobiles, smoke stacks, fires. On the bottom half of the poster, groups will cut out or draw
pictures of air pollution solutions like people walking and bicycling and taking public transit.
Ask students to present their completed posters and share their knowledge and understanding
of air pollution sources and solutions illustrated in the poster. Display posters in the classroom or
around the school for others to see. This could also be used as an assessment.
31
Climate Change Basics
Lesson 2
NAME:
DATE:
Studying Air Pollution
Lesson 3, Handout 1
Air Pollution Collector
Find a place to put your index card with the jelly-side facing up. Then, answer the following
questions:
1. Where did you put your Air Pollution Collector card?
______________________________________________________________________
______________________________________________________________________
2. Are there any nearby sources of air pollution that you can see or that you know about?
If so, what are they?
______________________________________________________________________
______________________________________________________________________
3. What kinds of air pollution do you think you will collect?
______________________________________________________________________
______________________________________________________________________
4. What do you think the card will look like after a few days?
______________________________________________________________________
______________________________________________________________________
32
Climate Change Basics
Lesson 2
NAME:
DATE:
Studying Air Pollution
Air Pollution Collector
Lesson 3, Handout 2
Your Air Pollution Collector card has been somewhere in or around your school for some time now.
Look closely at the card but do not touch it. Has it changed since you first put it out? Describe those
changes by answering the following questions:
1. Did your Air Pollution Collector card change color? If so, what color is it now?
2. What do you see in the petroleum jelly? List what you see:
3. What do you think are the sources of this air pollution? List the sources:
4. How does air pollution affect your health and the environment?
5. What was the air quality forecast during your experiment?
6. What are some ways to prevent air pollution?
7. Do you think your card would look different at a different time of year? Why or why not?
8. If you could do this experiment again, where in your community would you like to put the
Air Pollution Collector card? What do you think you would find?
33
Climate Change Basics
Lesson 4
1.
Carbon Cycle
Estimated Time: Two 45 min
sessions, 1 week apart
Objectives:
• Understand that carbon dioxide
cycles through natural systems.
• Understand that an
overabundance of man-made
greenhouse gases like carbon
dioxide are contributing to
climate change.
• Identify some actions to reduce
climate change.
CA State Standard Connections:
4th Grade Life Sciences
Students know that living organisms
(including humans) depend on a
healthy environment for survival.
5th Grade Life Sciences
Plants use CO2 and energy from
sunlight to build molecules of sugar
and release oxygen. Plant and
animal cells break down sugar to
obtain energy, a process resulting in
CO2 and water (respiration).
5th Physical Science:
Each element is one kind of atom,
organized in Periodic Table.
This lesson introduces the linkages between carbon dioxide, air
pollution, the greenhouse effect, and global climate change.
Students will learn about the carbon dioxide cycle and the “causeand-effect’ associations resulting in climate change. Students will
apply their knowledge with an action-oriented assignment to curb
greenhouse gas emissions at home.
Key Words
Greenhouse Gas: a gas that traps heat in the atmosphere. An
over-abundance of greenhouse gases is contributing to climate
change.
Climate Change: global shift in long-term climate patterns.
Carbon Dioxide (CO2): a gas made of carbon and oxygen atoms
that plants use for photosynthesis. CO2 is a greenhouse gas.
Preparation
Review Lesson 4 Background for an overview on the carbon cycle
and climate change. Make a transparency, or use an LCD
projector, to project the Carbon Cycle image from the CD to the
class. Prepare all handouts.
Cut out all words on Handout 3 prior to the first extension lesson.
Add the following book to your bookshelf for students to read:
How We Know What We Know About Our Changing Climate:
Scientists and Kids Explore Global Warming by Lynne Cherry and
Gary Braasch, Dawn Publications.
Tool Kit Materials:
• Overhead of Carbon Cycle
• Handout 1 (one per student)
• Handout 2 (one per student, cut
prior to lesson)
For Extension:
• Timepiece
• Handout 3 (one per student)
Additional Materials:
• Piece of charcoal
• Bowl, hat, or bucket
• Student journals
34
Climate Change Basics
Lesson 4
Procedure
SETTING THE STAGE
 Picture of polar bear on floating iceberg from CD.
 Begin by showing students a picture of a bear on a floating iceberg and ask, “What have
you heard about climate change on the TV or other places?” “What do you think or wonder
about climate change?” Record observations or questions.
 Today we’re looking more closely at one of the greenhouse gases that causes climate change:
carbon dioxide.

Ask, “Have you ever picked up a piece of charcoal?” “Do you know what that black stuff is
that gets on your hands?” If possible, have a piece to show the class, or a piece of burned
wood that has turned to charcoal. Charcoal is mostly made of carbon from petroleum or
from wood depending on the type of charcoal.

Carbon is an element. Point to the symbol on the Periodic Table, if you have one, or draw it
on the board: C is the symbol for Carbon.

Carbon is a naturally-ocurring element that can be found in all living and once-living things,
in the soil, and in the atmosphere. One of the most familiar molecules using carbon is a gas
that we breathe out. “Does anyone remember what that gas is?” (Carbon dioxide)

The symbol for Carbon Dioxide, made of 1 carbon atom and 2 oxygen atoms, is CO2. Plants
use CO2 , with water and sunlight to make food through photosynthesis. Carbon is then
stored in trees and plants until they are eaten, decomposed, or burned. Animals consume the
carbon in plants and release carbon dioxide through respiration.

Carbon and CO2 are natural parts of our environment and CO2 is one of the greenhouse
gases we’ve always relied on to keep our planet warm enough for life. But in the last 100
years we’ve seen a sharp rise in CO2 levels that is warming our planet too much. We’re
going to look at why there has been an increase and what we can do to reduce carbon
emissions.
ACTIVITY 1 – Mapping the Carbon Cycle
1. Have students complete Handout 1, the Climate Change Word Search, to learn the basics of
climate change. Provide each student with Handout 4, the Climate Change Word Search.
Request students to read aloud one sentence each from the handout, clarifying terms or
prompting discussion as needed to ensure student comprehension. Either individually or in small
groups, have students complete the word search using the underlined words in the handout.
This is not a competition, but if you prefer you can set a time limit. Help students as needed to
ensure that everyone completes the word search.
 Carbon Cycle image on an overhead projector.
2. Introduce students to the carbon cycle using the image on the CD or drawing an image. The
flow of carbon through plants, animals, soils, and air can be drawn as a picture of the carbon
cycle. Let’s start thinking about where carbon goes with trees and plants. Trees and plants are
35
Climate Change Basics
Lesson 4
making food through the process of photosynthesis, using sunlight, water, and carbon dioxide.
Ask, “Do you see the word photosynthesis on this drawing?” “So what way should we draw
our carbon arrow going into the trees or out?” Draw an arrow on the overhead going from
the air into the word “Photosynthesis.”
3. There are cows in this picture to represent animals, including us. Animals consume the carbon
in plants and other animals and release carbon dioxide through respiration. Ask, “How shall
we draw the carbon arrow from the cow, moving in or out?” We breathe carbon dioxide out
into the air. Draw an arrow on the overhead.
4. Once the carbon is in the air again as carbon dioxide, it can be absorbed by plants again or
some can be absorbed by the ocean. Draw an arrow from the air into the words “Ocean
Uptake.”
5. As plants and animals decompose, their stored carbon breaks down into the soil. If this
organic material is compressed for thousands of years it can become oil, coal, or gas. That’s
why these materials are called fossil fuels. They contain the energy and carbon from plants
and animals that lived thousands of years ago. On our picture of the carbon cycle, the
carbon is moving from decaying organisms and dead organisms and waste products into
fossils and fossil fuels. Draw an arrow on the overhead.
6. All of the arrows we’re showing now have been a natural part of the carbon cycle on this
planet for millions of years. But there’s something new on our picture that has only been
around for the last 100 years. “What is it?” Factories and automobiles.
7. When wood or fossil fuels like oil, gas, or coal are burned, the stored carbon is emitted as
carbon dioxide. Scientists now know that these additional, man-made emissions are causing
global warming.
8. Distribute Handout 1 to students. Ask students to draw lines with arrows indicating the
direction that CO2 flows into and out of the pictures in the diagram.
9. Once scientists began to measure an increase in the average annual temperature over the last
100 years, they began to study changes in the atmosphere that might explain such a
warming. They found growing concentrations of the greenhouse gases, like carbon dioxide,
that are emitted by combustion of carbon-based fuels.
 Graph of CO concentrations by the National Oceanic and Atmospheric Administration.
2
Let’s put that fact together with knowledge from our previous lessons. Write questions on
board.
 Ask, “What effect does carbon dioxide have on our atmosphere?” It is a greenhouse gas that
traps heat in the atmosphere.
 Ask, “What is climate change?” A global shift in long-term weather patterns.
 Ask, “How will higher temperatures affect the Earth and weather patterns?” Various answers:
ice melting, less snow, changes in winds and storms leading to changes in rainfall patterns, more
extreme weather events.
36
Climate Change Basics
Lesson 4
 Ask, “Where does the extra carbon dioxide in the atmosphere come from?” Emissions from
combustion of fuels for electricity, manufacturing, transportation.
Collect answers on the board, discussing student responses and highlighting commonalities.
Ask students to record the results of the discussion in their journals, with answers to each of the
questions above.
ASSESSMENT
Read journal entries summarizing the role of carbon dioxide in increasing the greenhouse affect,
and climate change action. Look for students understanding of the role of carbon dioxide and
other greenhouse gases, the effect on climate (long-term weather patterns), where greenhouse
gas emissions come from, and what we can do to reduce our emissions.
EXTENSIONS
1. Guess the Climate Change Word - Tell students that they will play a game utilizing terms
from Handout 3. The goal of the game is to have students describe climate change terms,
without actually saying the term, while the rest of the class tries to figure out the term. One
student at a time gets up before the class and picks a term out of a hat or bucket. After the
teacher says “Go!” the student describes the term without actually saying it. For example, if
the term is “Earth,” the student might say, “This is the planet I live on.” Once a class member
shouts out the right answer, he or she must use the term in a sentence about climate protection
(I help the Earth by planting a tree), getting help as needed from the rest of the class.
Students should not put any correctly identified term back into the bucket. A time limit per
student should be set depending on the size of the class. If classmates do not guess the term
when time is up, that term goes back into the bucket. Once all of the terms have been
removed from the bucket, the game is over.
After you have explained the instructions, place the terms cut out from Handout 3 in the
bucket. Play the game, making sure all students get a chance to play the game. As time
permits, ask students for ideas to prevent climate change. List their responses on the board
and discuss some simple actions students can take in their lives.
Investigate the Sources of Greenhouse Gas Emissions in your County
Guide students in accessing the City of San Luis Obispo Community and Municipal Operations 2005
Baseline Greenhouse Gas Emissions Inventory at: http://www.ci.san-luisobispo.ca.us/communitydevelopment/download/GHGInventory.pdf Using the report, discuss with
students the major sources of air pollution in the region and in their county, grounding the
discussion in how they and their families contribute to these emissions. Work with students to make
posters demonstrating what they learned about sources of greenhouse gases in their county,
perhaps including a chart of major sources of greenhouse gases and the amount of greenhouse
gas emissions those sources produce. Discuss the posters in class, present posters to other classes,
or post the students’ work in and around the school.
37
Climate Change Basics
Lesson 4
NAME:
DATE:
Carbon Cycle
Lesson 4, Handout 1
Climate Change Word Search
Read the Climate Change Rundown below, and then complete the Word Search using the
underlined words.
Climate Change Rundown
It may seem hard to believe that people can actually change the Earth’s climate. But scientists
agree that the things people do that emit greenhouse gases into the atmosphere are making our
planet warmer. Human activities such as fossil fuel burning, driving, and manufacturing release
greenhouse gases into the atmosphere. Greenhouse gases, like carbon dioxide and methane trap
heat from the sun in the atmosphere. A warmer Earth is leading to changes in rainfall patterns,
melting glaciers, rises in sea level, and a wide range of impacts on plants, wildlife, and humans.
When scientists talk about climate change, their concern is about the greenhouse gases caused by
human activities, like deforestation, the cutting down of trees; the burning of fuel in engines for
transportation; and the burning of fossil fuels in power plants to create electricity.
How can you help prevent climate change? Plant a tree! Trees absorb carbon dioxide, helping to
remove a greenhouse gas from the atmosphere. Recycle! Recycling reduces the natural resources
required to make new items and keeps waste out of landfills where it produces methane as it
decomposes. Ride a bicycle or carpool, and turn off the lights to save energy!
T
R
E
Word Search
E
S
U
W
Z
C
K
E
N
E
R
G
Y
T
S
A
B
I
C
Y
C
L
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R
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P
L
A
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T
E
Q
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V
E
L
A
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S
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38
Climate Change Basics
Lesson 4
NAME:
DATE:
Carbon Cycle
Lesson 4, Handout 2
Complete the diagram below by drawing in arrows to indicate the flow and direction that
carbon travels through the carbon cycle.
39
Climate Change Basics
Lesson 4
Carbon Cycle
Teacher Copy
Extension 1, Lesson 4, Handout 2
Climate Change Game Terms
Cut out each term along the dotted lines. Some of the boxes are left blank for you to add terms
you feel appropriate for your class.
CARBON DIOXIDE
GREENHOUSE
EFFECT
CARPOOL
GREENHOUSE
GASES
TEMPERATURE
TREES
TRUCK
EXHAUST
GASOLINE
GLACIER
RECYCLE
PARTICULATE
MATTER
LAND
SUN
CLIMATE
BICYCLE
EARTH
POLLUTION
ATMOSPHERE
WEATHER
POWER PLANT
HEAT
OCEAN
ANIMALS
PEOPLE
ENVIRONMENT
ENERGY
40
Climate Change Basics
Lesson 4
41
Section Can
1: LessonDo!
1e
What You
INSPIRING CHANGE PROJECTS
Research Climate Change in the News
This project connects students with current events reported in the news about climate change and develops
their research skills. Direct students to collect news articles related to climate change and associated
weather, environment, and health issues from print or web sources. Different themes could be: examples
from around the world (what is happening in China, Africa, etc.); environmental issues in California
(snowpack, wildfires); scope of impact on a global scale (ice caps melting); regional scale (sea level rise
along the US coastlines); and local scale (drought in your area). Develop the students’ climate research
into a regular activity with class discussions.
Investigate the Sources of Greenhouse Gas Emissions in San Luis Obispo County
The APCD website http://www.slocleanair.org/programs/climatechange_general.php presents local
climate change information. Guide students in accessing the City of San Luis Obispo Community and
Municipal Operations 2005 Baseline Greenhouse Gas Emissions Inventory at: http://www.ci.san-luisobispo.ca.us/communitydevelopment/ download/GHGInventory.pdf Using these resources, discuss with
students the major sources of air pollution in the region and in their county, grounding the discussion in how
they and their families contribute to these emissions. Work with students to make posters demonstrating
what they learned about sources of greenhouse gases in their county, perhaps including a chart of major
sources of greenhouse gases and the amount of greenhouse gas emissions those sources produce. Discuss
the posters in class, present posters to other classes, or post the students’ work in and around the school.
Calculate Household CO2 Emissions
EPA's Global Warming Wheel Card is a hand-held tool students can use to estimate a household's
emissions of CO2 and to learn how to reduce those emissions. For this project, download the wheel with
assembly instructions from the EPA website below, make copies, and guide the students in assembling their
Global Warming Wheels. Identify willing participants, such as teachers, staff, or family members for
students to interview about their greenhouse gas generating activities. Students should discuss reduction
strategies with participants and have participants complete a pledge card, also from the EPA website, to
reduce emissions. Students can report how many estimated pounds of CO2 were saved. EPA Global
Warming Wheel Card: http://www.epa.gov/climatechange/emissions/wheel_card.html
Reduce Your School’s Carbon Footprint
In this exercise, students can practice research and data gathering skills and creatively explore strategies
for reducing the carbon footprint for the school. Download the school calculator and instructions from the
site below. Work with students to collect the required data to calculate the school’s footprint. Discuss and
identify with students ways to reduce their school’s footprint. Present the results to the School Board. School
calculator spreadsheet and instructions: http://www.earthteam.net/GWCampaign/calculate.html
Take Part in Your Local Government
In this project, students learn about participation in local governance structures and the importance of local
actions in protecting the climate. Identify 1-2 key initiatives that local governments are adopting or
implementing (green building ordinances, green vehicle fleets, etc.), but that your local government has not
yet implemented. Students collaborate to prepare a “brief” on the issue and present it to their local
government (city council, mayor, etc.). Arrange to be put on the agenda for a local government meeting or
to speak during the public comment portion of a public meeting. Present the brief to a local government
agency and ask them to commit to specific steps. Learn about efforts to protect the climate:
San Luis Obispo Green Buildings www.slogreenbuild.org
Central Coast Green Buildings www.usgbcc4.org
42
Section 1: Lesson 1e
Green Schools: www.greenschools.net www.greenschoolbuildings.org
US Mayors Climate Protection Center: http://usmayors.org/climateprotection/
2010 National Green Schools Conference
Eco Schools: http://www.nwf.org/Global-Warming/School-Solutions/Eco-Schools-USA.aspx
Evaluate Air Pollution Impacts
Evaluate the air pollution impacts on your city design using the Smog City website. To learn how
the AQI can change in your city with changes in temperature, sunlight and the amount of emissions,
visit the Smog City website: http://www.smogcity.com/welcome.htm and click on Run Smog City
on the left side of the page. You can change the dials and settings and see how the AQI colors
change. For an explanation of the Air Quality Index (AQI) and the AQI colors, visit
http://www.airnow.gov/index.cfm?action=aqibasics.aqi
How does the AQI change when you change the temperature or the wind? How does the AQI
change when you change the population? What happens when you change the dials for emission
levels for cars & trucks, off road, industry and consumer products? When you have changed the
selection, press start to run Smog City. What happened to the AQI color when you made your
changes?
43